Education & Pedagogy

This report offers guidance to those involved in bilingual education who may be or may want to mentor novice teachers in the field. The concept of mentoring is defined, and issues of mentoring implementation and alternatives in bilingual education are discussed, such as language of instruction, culture and instruction, language and cognitive development, and transformation and power relationships. More importantly, there is a discussion on the importance of preparing teachers who will help language minority students become partners in shaping the future and who will help create partnerships with non-bilingual teachers to support this process. Implications for the national education reform movement, such as Goals 2000, are also reviewed. (Contains 51 references.) (NAV)

This document is the 14th volume in a series that continues to attract and publish doctoral dissertations, masters theses, and project abstracts. It reflects an active desire to stimulate interest in nontraditional environmental education research that has escaped the attention that such a growing body of works deserves. The abstracts in this volume are organized into eight categories: (1) Citizen-Action Studies; (2) Communication Studies; (3) Educator-Centered Studies; (4) Facilities/Location Analysis Studies; (5) Formal Programming Studies; (6) Learner-Centered Studies; (7) Non-Formal Programming Studies; and (8) Others, which includes studies dealing with environmental education philosophy and educational administration as well as those that do not fit into any of the categories above. Also included is an Index to past Volumes. (JRH)

This keynote address presents three key elements to arts education and educational reform. These are: partnerships, compassion, and imagination. There is a symbiotic relationship, or partnership, between schools and businesses, political offices, cultural institutions, and other community organizations. These partners, having a stake in public education, must be made aware of the importance of the arts to education. Compassion, requires that potential partners understand the needs and concerns of each others's lives. Compassion also recognizes that different levels and kinds of support are needed to enable students to reach standards which are uniform for all. Imagination, which is the essence of the arts, must be used to promote and support the arts. The address is followed by position statements of the California Arts Council, the California Department of Education, and the Getty Center for Education in the Arts. (MM)

This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2) "Definitions and Historic Perspectives on Peace Education"; (3) "Contributions from Psychology"; (4) "Contributions from Anthropology"; (5) "Contributions from Political Science"; (6) "Contributions from Sociology and Social Work"; and (7) "Peace Education in Action--The Voices of Teachers, Children, and Young People." The paper maintains that a multidisciplinary approach to peace education should be the common goal for the new century. Contains 65 references. (EH)

This document provides updates on programs instigated by the Kentucky Education Reform Act of 1990. Individual sections present information on the following areas of educational improvement in the state: student performance assessment and accountability, early childhood programs, extended school services, primary school, professional development, school-based decision making, Family Resource/Youth Services Centers, the Educational Professional Standards Board, technology and education, governance, secondary vocational education, Support Education Excellence in Kentucky (SEEK), provisions for minority and at-risk students, and high school restructuring. Each section describes the basics of the law, developments for 1994-95, expected developments for the next several years, and what citizens and parents can do to help. Contact sources are provided. (LMI)

This summary lists the holdings of the Gerald R. Ford Presidential Library, which contains a variety of materials regarding education policy in the United States. Materials consist primarily of staff files created in the Ford White House between August 9, 1974, and January 20, 1977. A substantial amount of earlier materials is available in the Ford Congressional Papers. The topics documented include: (1) forced busing to achieve school desegregation; (2) federal aid to education topics; (3) discrimination on the basis of sex; (4) "work and education" initiative; (5) other topics such as education for the handicapped, Native American education, student aid, a White House Conference on Education, and White House liaison with the academic community. (EH)

Needs of Idaho residents with developmental disabilities are reported, based on focus group discussions involving the individuals themselves, parents, friends and family members, and service providers. Focus group discussions dealt with empowerment, education, transportation, employment, housing, inclusion in all aspects of community life, family and community support, information and referral, and full citizenship. Access for individuals with developmental disabilities to educational opportunities to promote independence and productivity was identified as a prominent need. Parents want their children with disabilities included in regular classrooms and extracurricular activities. Other identified need areas were career development assistance, continuing training and education, and assistance to help students transition successfully from the education system to the adult world. (SW)

This document contains papers from a series of Evaluation Forums of the National Science Foundation. The titles are: "Education Program Evaluation at NSF: What Difference Does It Make?" (D. E. Chubin); "Interagency Efforts to Review and Evaluate Science, Mathematics, and Engineering Programs Through the Federal Coordinating Council on Science and Engineering Technology" (J. L. Herman, J. S. Dietz, & C. G. Katzenmeyer); "Fostering Change in Science Education (J. D. Ellis); "Practices that Support Teacher Development: Transforming Conceptions of Professional Learning" (A. Lieberman); "Working, Thinking, and Assessment" (L. B. Resnick); "Equity: Providing Equal Access to Powerful Ideas" (R. Lesh); and "Enhancing the Success of African American Students in the Sciences: Freshman Year Outcomes" (K. I. Maton, & F. A. Hrabowski, III). (MKR)

This text, designed to be a comprehensive introduction to special education, emphasizes linking research and practice and implementing best practices in the education of students with learning disabilities, mental retardation, behavioral/emotional problems, giftedness, speech and/or language impairments, visual impairments, hearing impairments, and physical or other health impairments. For each exceptionality category, two chapters are provided: one including information about characteristics, causes, and identification, and a second chapter focusing on specific teaching considerations. In addition to the chapters on specific exceptionalities, other chapters cover the following topics: (1) historical and legal foundations of special education; (2) the special education process from identification to service delivery; and (3) a generic view of the special education process. (Contains approximately 800 references.) (DB)

This book interprets the framework of political ideas and beliefs that structure individual and collective thinking about educational policies and give them meaning. The analysis begins with the state of education in the mid-19th century and brings up to date the prospective reforms of the early 1990s. The study argues that, from its foundation, elementary and secondary education in Canada has been dominated by liberalism (political, economic and ethical), with each successive liberal ideology taking its place as a public philosophy for state education. The book examines education in each Canadian province by presenting information concerning curricula, district organization, laws, finance, and personnel, resulting in a detailed national picture and a clear, historical view of each province's values, ideas, and practices. (RJC)

School reform increasingly requires curriculum integration of academic and vocational-technical education. The first part of this guidebook presents views held by 17 North Carolina teachers in support of an integrated curriculum at the middle- and high-school levels. Part 2 provides examples of parallel academic and vocational curricula for the following areas: language arts and computer technology; communication skills and business education; and mathematics, science, social studies, and visual arts paired with various vocational-technical courses. The third part offers sample lesson plans for the following courses: language arts and career exploration, science and home economics, communication skills and business education, mathematics and agriculture, mathematics and carpentry, science and agriculture, and social studies and marketing. (LMI)

This publication provides a composite look at 49 school-community arts education partnerships from 29 states. These programs were recommended by the State Alliances for Arts Education (AAE). Individual profiles were developed by the John F. Kennedy Center for the Performing Arts staff from surveys completed by respective Alliance and program staff. The programs highlighted are examples of collaborations judged to have had some measure of success. Programs include theater, music, poetry, and dance. Descriptions of each program, aspects of the planning, financial support, program impact, and program contacts are included. Charts provide information on the type of program, the art form focus, and the participating groups. The profiles are intended as evidence of the need for arts education programs, essential for every child's education. (NP)

This paper discusses the concept of character formation as it can be positively impacted by folk arts in education. A long-standing tradition in U.S. education is for the teacher to take a leading role in molding the character of young people, as outlined through the years by such scholars as Thomas Jefferson, Horace Mann, and Rachel Davis DuBois. The document compares what these scholars exhorted with what intercultural programs in Florida and Arkansas have proposed, and asserts a prime opportunity exists by such scholars for intercultural education to take place within state guidelines. A function of intercultural education is explored that attempts to shape personality through curriculum, which ultimately enhances student self esteem while promoting the local community's ethics. Contains 11 references. (DQE)

This bulletin contains five essays on the theme of expanding the challenge of improving the quality of education to encompass the curricular, administrative, institutional, and teaching levels. The articles include: (1) "Educational Assessment Systems in Latin America: A Review of Issues and Recent Experience" (Robin Horn; Laurence Wolf; Eduardo Velez); (2) "Programme to Improve the Quality of Primary Schools in Poor Areas: A Chilean Experience" (MINEDUC Chile); (3) "Bilingual Education Beyond National Frontiers, Bolivian-Peruvian Cooperation" (Luis Enrique Lopez; Lucia D'Emilio); (4) "New Assignments for Technical and Professional High School Education: Guidelines and Strategies" (Maria de Ibarrola); and (5) "Functional Illiteracy Requirements in Youth and Adults: Education and Work in a Small Developing State" (Olabisi Kuboni). (EH)

This publication lists 76 career materials in the Partnership for Academic and Career Education (PACE) collection that are available for loan to interested teachers, counselors, and others in Anderson, Oconee, and Pickens Counties, South Carolina, schools. The list cites 40 books, 7 videos, 12 periodicals or other professionally developed materials, and 17 handouts or other locally developed materials. Each citation contains these types of information, where applicable: author or source, title, place of publication and publisher, and date of publication. Topics include the following: work attitudes, career information, career information centers, skills employers want, career education in the middle/junior high school, emerging occupations, career counseling, job search education, home-based career education, career exploration, career choice, career opportunities, and mathematics for the workplace. (YLB)